LEA ESSER Plans & IFR Requirements
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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future 1 LEA ESSER Plans & IFR Requirements May 3, 2021 Office of External Affairs
Transcript of LEA ESSER Plans & IFR Requirements
Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future 1
LEA ESSER Plans & IFR Requirements
May 3, 2021Office of External Affairs
Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future 2
Interim Final Ruling RequirementsARP Act
As described in more detail below, the Secretary has established interim final requirements for ARP ESSER related to:
• SEA consultation• LEA ARP ESSER Plans• The statutory requirement that LEAs
receiving ARP ESSER funds develop plans for the safe return to in-person instruction and continuity of services
Locate IFR at: https://www.federalregister.gov/documents/2021/04/22/2021-08359/american-rescue-plan-act-elementary-and-secondary-school-emergency-relief-fund
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GaDOE’s ARP-ESSER Application
GaDOE’s Comprehensive Learning Loss Plan
ARP ESSER Use of Funds-Extension
LEA’s Return to In-Person Instruction Plan
LEA Data Collection- School Operation Status & Instructional Mode
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Click the Links to Access Technical Assistance ResourcesDate Technical Assistance Support
May 3Visit the Georgia Insights webpage to view the new video guidance for the LEA ARP ESSER Plans & IFR requirements.
May 7
ESSER Grants Open Office Hours session from 10:00 a.m.-11:00 a.m. to address questions from the field regarding the ARP Act. Submit your questions ahead of time to: Question submission: ARP Act Open Office HoursPlease join my meeting from your computer, tablet or smartphone.https://global.gotomeeting.com/join/325190381You can also dial in using your phone.United States: +1 (571) 317-3112 Access Code: 325-190-381
May 12
This webinar will guide local educational agencies in completing a component of their LEA ARP ESSER Plan. GaDOE’sComprehensive Learning Loss Plan supports LEA’s planning and budgeting efforts for the ARP Act ESSER funds to ensure at least 20% address the impacts of lost instructional time through the implementation of evidenced based intervention.
Registration (gotowebinar.com) Time: 10:00 a.m.-11:00 a.m.
May 13 Visit the Georgia Insights webpage to view the new video guidance for the LEA ARP ESSER Return to In-Person Instruction Plan.
May 19
ESSER Grants- Open Office Hours session from 10:00 a.m.-11:00 a.m. to address questions from the field regarding the ARP Act. Submit your questions ahead of time to: Question submission: ARP Act Open Office HoursPlease join my meeting from your computer, tablet or smartphone.https://global.gotomeeting.com/join/360686157You can also dial in using your phone.United States: +1 (646) 749-3112 Access Code: 360-686-157
Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future 5
Overview of Interim Final RequirementsARP Act
LEA ARP ESSER Plan LEA ARP Safe Return to In- Person InstructionAn LEA must include specific information that addresses how it will maintain student and staff health and safety and how it will ensure continuity of services for academic and social-emotional needs, as well as how it meets CDC guidance regarding the following:
· Universal and correct wearing of masks.· Modifying facilities to allow for physical distancing.· Handwashing and respiratory etiquette.· Cleaning and maintaining healthy facilities, including improving ventilation.· Contact tracing in combination with isolation and quarantine, in collaboration with the state, local, territorial, or tribal health departments.· Diagnostic and screening testing.· Efforts to provide vaccinations to school communities.· Appropriate accommodations for children with disabilities with respect to health and safety policies.· Coordination with state and local health officials.
The plan must be updated no less than every six months and must include public input when revisions are necessary. If an LEA already has a plan in place that doesn't meet the new requirements, it must revise the plan within six months.
How funds will be used to comply with CDC recommended mitigation strategies to reopen schools and maintain their safe operating status.
Be
How the LEA will use the mandatory 20 percent set-aside to address learning loss through evidence-based extended school day or school year programs, afterschool programs, or summer programs.
Use
How the LEA will spend its remaining ARP ESSER allocation in compliance with the law.Spend
How the LEA will target its evidence-based interventions to students who are underserved or were most significantly affected by COVID-19
Target
Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future 6
How may ARP ESSER funds be used?• Maintain the health and safety of students and school staff as they
return to in-person instruction
• Examples: adopting policies consistent with guidance on reopening schools from the Centers for Disease Control and Prevention (“CDC”)
• Universal and correct wearing of masks • Modifying facilities to allow for physical distancing• Handwashing and respiratory etiquette• Cleaning and maintaining healthy facilities • Improving ventilation • Contact tracing in combination with isolation and
quarantine • Efforts to provide vaccinations to school communities • Appropriate accommodations for children with
disabilities with respect to health and safety policies• Coordination with State and local health officials
An LEA may use its ARP ESSER funds for a wide variety of activities related to educating students during the COVID-19 pandemic and addressing the impacts of the COVID-19 pandemic on students and educators.
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How may ARP ESSER funds be used?Examples:
• Hiring additional personnel such as school counselors, psychologists, and nurses.
• Implementing strategies to accelerate learning.• Dr. Caitlin Dooly, Deputy Superintendent of Teaching and Learning shared
a valuable resource at the first session, Understanding the Evidence-base for Recovery in the GACIS/ C&I 10 Part Webinar Series: Addressing Accelerated Learning.
• Please review the resource here to support the effective planning and budgeting of your district’s ARP Act funding.
• Make investments in teaching and learning that will result in lasting improvements in the LEA.
An LEA may also use the ARP ESSER funds to address the academic, social, emotional, and mental health needs of its students and activities that are necessary to maintain the operation of services in LEAs, for example, to stabilize the workforce and avoid layoffs.
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At Least 20% Addressing Learning LossARP ActFrom the ARP Act, at least 20 percent of the funds to measure and address the academic impact of lost instructional time on all students, through the implementation of evidence-based interventions, such as interventions implemented through summer learning or summer enrichment, extended day, comprehensive afterschool programs, or extended school year programs.The LEA must also ensure that such interventions respond to students’ academic, social, emotional, and mental health needs and address the impact of the COVID-19 pandemic on groups of students disproportionately impacted by the pandemic.
20%
80%
LEARNING LOSSLearning Loss Other Needs
• Build a cohort of teacher leaders who earn a PSC-approved Endorsement for Online Teaching and/or Endorsement for Personalized Learning).
• Increase access to and engagement in art, music, physical education, health, computer science, and foreign language courses
• Ensure that new educators have local housing options (and/or possible discounted rates
• Work with P-20 partners to: • Develop beginning teacher-residency programs
Develop/refresh “Grow Your Own” programs o Refresh preparation programs, including Alternative Preparation Programs
• Conduct recruitment fairs o Provide Service fields and/or endorsements for specialized areas
• Pay for mentor teachers and administrators• Hire/support MTSS coordinators: provide professional
learning for school staff about tiered supports; provide data analysis for district level supports • Hire/support other support personnel: school nurses, school counselors, school psychologists, and school media specialists
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Strategic Use of Funds Learning Advantages
GaDOE-Evidence-based Strategies and Practices for Improving
Learning Opportunities
View Session VideoCoherent Instruction
• Accelerate learning by focusing on essential knowledge and skills necessary for completing a grade level; this toolkit from The New Teacher Project provides a school/teacher-level strategy to addressing individual student needs while ensuring high
expectations and building supports.• Provide in-school high-frequency tutoring, a
highly effective strategy specifically when it involves:
• Formative assessment • 3 or more sessions a week during the
school day • Up to 3 or 4 students per session
Trained tutors • High quality curriculum materials
• Consider altering the use of time to increase face-to-face instructional time with students (4-day week + 1-day enrichment; year-round calendars); lengthen the school day and/or year.
Sample Excerpt(Links to outside resources included in
guide from Dr. Caitlin Dooly)
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Strategic Use of Funds Learning Advantages
CCSSO 2021 Summer Learning & Enrichment
Equity & Access
Planning &Communication
Privacy & Security
Delivery Model & Staffing
Funding
SEL & Mental
Health for Students
Curriculum Priorities
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Addressing Cost Across ESSERSustainability
ESSER Grants Grant Period Tydings (Carryover)CARES Act-ESSER I March 13, 2020-September 30, 2021 October 1, 2021-September 30, 2022
CRRSA Act- ESSER II March 13, 2020-September 30, 2022 October 1, 2021-September 30, 2023
ARP Act-ESSER III March 13, 2020-September 30, 2023 October 1, 2021-September 30, 2024
ESSER Timelines (Period of Availability)How is your district’s
strategic planning going to sustain the innovation created by ESSER funds?
Why Is It Important to Develop A Sustainability Plan?Supports LEAs to
define critical short-and long-term
strategies.
Supports LEAs to develop a message to attract and make
the best use of human, financial, and in-kind
resources.
Supports input and buy-in from your
community, partners, and stakeholders.
Defines the work of the LEA and the level of commitment to it.
Achieving longevity & Cost Effective.
Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future 12
GaDOE’s Comprehensive Learning Loss Plan
LEA ARP ESSER PlansIFR Requirement
Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future 13
LEA ARP ESSER PlansIFR Requirement
Title VII of Division B of the CARES Act directs the Department to carry out the Education Stabilization Fund, of which
the ARP ESSER funds are a part
An SEA must allocate at least 90 percent of its ARP ESSER grant funds to its LEAs (including charter schools that are LEAs) in the State in the same proportion that the LEAs received
under part A of title I of the ESEA in Fiscal Year 2020, as required by section 2001 (d) (1) of the
ARP Act; and section 2001 (e) of the ARP Act prescribes certain mandatory and permissive
uses of LEA’s funds.
Section 2001 of the ARP Act provides for the Department to make grants to each
SEA from the ARP ESSER funds.
(1) The extent to which and how the funds will be used to implement prevention and mitigation strategies that are, to the greatest extent practicable, consistent with the most recent CDC guidance on reopening schools, in order to continuously and safely open and operate schools for in-person learning
Statute
Interim Final Requirement
LEA that receives ARP ESSER funds must develop, submit to the SEA on a reasonable timeline determined by the SEA, and make publicly available on the LEA’s website, a plan for the LEA’s use of ARP ESSER funds.
(4) How the LEA will ensure that the interventions it implements, including but not limited to the interventions implemented under section 2001(e)(1) of the ARP Act to address the academic impact of lost instructional time, will respond to the academic, social, emotional, and mental health needs of all students, and particularly those students disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students.
(2) How the LEA will use the funds it reserves under section 2001(e)(1) (at least 20% to address learning loss) of the ARP Act to address the academic impact of lost instructional time through the implementation of evidence-based interventions, such as summer learning or summer enrichment,
extended day, comprehensive afterschool programs, or extended school year
(3) How the LEA will spend its remaining ARP ESSER funds consistent with section 2001(e)(2) of the ARP Act
Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future 14
LEA ARP ESSER Plans-Addressing Learning Loss
GaDOE’sComprehensive
Learning Loss Plan
LEA that receives ARP ESSER funds must develop, submit to the SEA on a reasonable timeline determined by the SEA, and make publicly available on the LEA’s website, a plan for the LEA’s use of ARP ESSER funds.
(4) How the LEA will ensure that the interventions it implements, including but not limited to the interventions implemented under section 2001(e)(1) of the ARP Act to address the academic impact of lost instructional time, will respond to the academic, social, emotional, and mental health needs of all students, and particularly those students disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students.
(2) How the LEA will use the funds it reserves under section 2001(e)(1) of the ARP Act to address the academic impact of lost instructional time through the implementation of evidence-based interventions, such as summer learning or summer enrichment, extended day, comprehensive
afterschool programs, or extended school year
Facilitated By: Division of School and District EffectivenessDate: Tuesday, May 12, 2021 Time: 10:00 a.m.-11:00 a.m.Registration Here: Registration (gotowebinar.com)
Session will be recorded and uploaded on Georgia Insights website for your reference
Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future 15
LEA ARP ESSER PlansIFR Requirement
(1) The extent to which and how the funds will be used to implement prevention and mitigation strategies that are, to the greatest extent practicable, consistent with the most recent CDC guidance on reopening schools, in order to continuously and safely open and operate schools for in-person learning
American Rescue Plan (ARP) Act, 2021
ESSER III Implementation Plan
Overview-
Extension
The extension was added to the use of funds template that you’ve uploaded to the Consolidated Application with the other ESSER grants.
The extension provides the opportunity to share the LEA’s Return to In-Person Instruction Plan linked to their website.
For any of the responses, If explicitly explained and included within the Return to In-Person Instruction plan posted on the LEA’s website, please include the reference to locate the description from the plan in the space provided.
(3) How the LEA will spend its remaining ARP ESSER funds consistent with section 2001(e)(2) of the ARP Act
1. Please explain how the LEA engaged the entire school community to establish a safe environment for all educators, school staff, and students to promote trust and confidence.
2. Please explain how the LEA used ARP-ESSER fund to implement prevention strategies to reduce the transmission of COVID-19 in schools.
3. Please explain how the LEA monitored cases and made decisions about in-person instruction.
Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future 16
LEA ARP ESSER PlansIFR Requirement(1) The extent to which and how the funds will be used to implement prevention and mitigation strategies that are, to the greatest extent practicable, consistent with the most recent CDC guidance on reopening schools, in order to continuously and safely open and operate schools for in-person learning
LEA’s Plan Must Meet the Following:
(4) How the LEA will ensure that the interventions it implements, including but not limited to the interventions implemented under section 2001(e)(1) of the ARP Act to address the academic impact of lost instructional time, will respond to the academic, social, emotional, and mental health needs of all students, and particularly those students disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students.
(2) How the LEA will use the funds it reserves under section 2001(e)(1) of the ARP Act to address the academic impact of lost instructional time through the implementation of evidence-based interventions, such as summer learning or summer enrichment, extended day, comprehensive
afterschool programs, or extended school year
(3) How the LEA will spend its remaining ARP ESSER funds consistent with section 2001(e)(2) of the ARP Act
An LEA must engage in meaningful consultation with stakeholders and give the public an opportunity to provide input in the development of its plan.
Specifically, engage in meaningful consultation with students; families; school and district administrators (including special education administrators); and teachers, principals, school leaders, other educators, school staff, and their unions .
Engage in meaningful consultation with each of the following, to the extent present in or served by the LEA: Tribes; civil rights organizations (including disability rights organizations); and stakeholders representing the interests of children with disabilities, English learners, children experiencing, homelessness, children in foster care, migratory students, children who are incarcerated, and other underserved students.
Must be in an understandable and uniform format; to the extent practicable, written in a language that parents can understand or, if not practicable, orally translated; and, upon request by a parent who is an individual with a disability, provided in an alternative format accessible to that parent.
Educating Georgia's Future by graduating students who are ready to learn, ready to live, and ready to lead. 17
LEA Plan for Safe Return to In-Person Instruction and Continuity of Services
Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future 18
LEA Plan for Safe Return to In-Person Instruction and Continuity of ServicesIFR Requirement
LEA that receives ARP ESSER funds to develop and make publicly available on the LEA’s website, not later than 30 days after receiving ARP ESSER funds, a plan for the safe return to in-person instruction and continuity of services for all schools, including those that have already returned to in-person instruction.
Interim Final Requirement LEA Plan must address and requires periodic review and, when
needed, revision of the plan to ensure it remains relevant and meets statutory and regulatory requirements.
Four IFR Requirements found on the next slide
Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future 19
LEA Plan for Safe Return to In-Person Instruction and Continuity of ServicesIFR RequirementInclude how it will maintain the health and safety of students, educators, and other school and LEA staff, and the extent to which it has adopted policies, and a description of any such policies, on each of the CDC’s safety recommendations including:• Universal and correct wearing of masks• Modifying facilities to allow for physical
distancing • Handwashing and respiratory etiquette;• cleaning and maintaining healthy facilities,
including improving ventilation• Contact tracing in combination with
isolation and quarantine, in collaboration with the State, local, territorial, or Tribal health departments;
• Diagnostic and screening testing; efforts to provide vaccinations to school communities;
• Appropriate accommodations for children with disabilities with respect to health and safety policies; and coordination with State and local health officials.
Describe how the LEA will ensure continuity of
services, including but not limited to services to
address students’ academic needs and
students’ and staff social, emotional, mental health and other needs, which
may include student health and food services.
LEA must periodically, but no less frequently than every six months, review and, as appropriate, revise its plan.
Consistent with section 2001(i)(2) of the ARP Act, which requires an LEA to
seek public comment on the development of its plan, an LEA must seek public input
and take such input into account in determining
whether to revise its plan and, if it determines
revisions are necessary, on the revisions it makes to its
plan.
LEA plan must be in an understandable and uniform format.
To the extent practicable, written in a language that parents can understand or, if not practicable, orally translated;
Upon request by a parent who is an individual with a disability, provided in an alternative format accessible to that parent.
Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future 20
Related Resources Released by US EDARP ActHandbook topics include:
Safe Practices for In-Person Learning• Mask Practices• Physical Distancing Practices• Co-horting/Podding & Staffing
Considerations for Physical Distancing
• Transportation Considerations• Encouraging Families and Staff to
Check for Symptoms at Home• Handwashing and Respiratory
Etiquette• Safety Considerations Related to
Music, Arts, and Athletic Programs
• Supporting Ongoing Engagement with Educators, Families, and the School Community
ED COVID-19 Handbook, Volume 1: Strategies for Safely Reopening Elementary and Secondary
Schools (PDF)
Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future 21
Related Resources Released by US EDARP Act
Handbook topics include:Creating Safe & Healthy Learning Environments
• Meeting basic needs: providing school meals regardless of educational setting
• Meeting the social, emotional, and mental health needs of students
• Providing all students with access to a safe and inclusive learning environment
Addressing Lost Instructional Time• Accelerating learning through instructional
approaches, tutoring, and expanded learning time
• Supporting equitable access and effective use of technology
• Using data about student’s opportunity to learn to help targe resources and support
• Addressing resource inequities
Supporting Educator and Staff Stability and Well –Being
• Stabilizing a diverse and qualified educator workforce
• Supporting educator and staff well-being
ED COVID-19 Handbook: Volume 2 2021 (PDF)
Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future 22
School Operating Status & Instructional ModePlanned Operational Status and Mode of Instruction for the LEA
Summer 2021 Remote or online only☐
School buildings open with both remote/online and in-person instruction
(hybrid)
☐
School buildings open with full-time in-person instruction
☐
2021-2022 School Year
Remote or online only☐
School buildings open with both remote/online and in-person instruction
(hybrid)
☐
School buildings open with full-time in-person instruction
☐
Number of schools All schools Offered to all students Offered to some students Not offered
Remote or online only # # # #
School buildings open with both remote/online and in-person instruction (hybrid)
# # # #
School buildings open with full-time in-person instruction
# # # #
Data collected for each instructional level (Elementary,
Middle School, and High School)
Instructional mode reported for
Summer 2021 and SY 2021-2022
Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future 23
School Operating Status & Instructional Mode
Instructional Mode Data Collected by ESEA Subgroups
Number of studentsTotal
enrollmentRemote or online only
Both remote/online and in-person instruction (hybrid)
Full-time in-person instruction
Students from low-income families
# # # #
White, not Hispanic # # # #Black or African American, not Hispanic
# # # #
Hispanic, of any race # # # #Asian, not Hispanic # # # #American Indian or Alaskan Native, not Hispanic
# # # #
Native Hawaiian or Pacific Islander, not Hispanic
# # # #
Two or more races, not Hispanic # # # #Race/Ethnicity information not available
# # # #
English learners # # # #Children with disabilities # # # #Students experiencing homelessness
# # # #
Children and youth in foster care # # # #
Migratory students # # # #
Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future 24
Click the Links to Access Technical Assistance ResourcesDate Technical Assistance Support
May 3Visit the Georgia Insights webpage to view the new video guidance for the LEA ARP ESSER Plans & IFR requirements.
May 7
ESSER Grants Open Office Hours session from 10:00 a.m.-11:00 a.m. to address questions from the field regarding the ARP Act. Submit your questions ahead of time to: Question submission: ARP Act Open Office HoursPlease join my meeting from your computer, tablet or smartphone.https://global.gotomeeting.com/join/325190381You can also dial in using your phone.United States: +1 (571) 317-3112 Access Code: 325-190-381
May 12
This webinar will guide local educational agencies in completing a component of their LEA ARP ESSER Plan. GaDOE’sComprehensive Learning Loss Plan supports LEA’s planning and budgeting efforts for the ARP Act ESSER funds to ensure at least 20% address the impacts of lost instructional time through the implementation of evidenced based intervention.
Registration (gotowebinar.com) Time: 10:00 a.m.-11:00 a.m.
May 13 Visit the Georgia Insights webpage to view the new video guidance for the LEA ARP ESSER Return to In-Person Instruction Plan.
May 19
ESSER Grants- Open Office Hours session from 10:00 a.m.-11:00 a.m. to address questions from the field regarding the ARP Act. Submit your questions ahead of time to: Question submission: ARP Act Open Office HoursPlease join my meeting from your computer, tablet or smartphone.https://global.gotomeeting.com/join/360686157You can also dial in using your phone.United States: +1 (646) 749-3112 Access Code: 360-686-157
EDUCATING GEORGIA’S FUTURE
EDUCATING GEORGIA’S FUTURE
www.gadoe.org
@georgiadeptofed
youtube.com/c/GeorgiaDepartmentofEducation
Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future 26
Resources• U.S. Department of Education. (2014). Building Sustainable
Programs Resource Guide. Retrieved from Building Sustainable Programs (ed.gov)
